Buckland Primary School Welcome to our KS1 parent workshop for maths Our Aims *To build your understanding of how to support your child’s maths at home. * To understand what being ‘fluent’ in number means. *To give you strategies for helping your child to derive, learn and know number facts . Putting into context From September 2014 teachers have been following a new National Curriculum which has 3 main aims: The national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Year group requirements Reception Year 1 Year 2 Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Represent and use number bonds and related subtraction facts within 20 Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 Add and subtract one-digit and two-digit numbers to 20 Using quantities and objects, they add and subtract two Recognise and represent ½ single-digit numbers and of object, shape or quantity count on or back to find the answer. Solve problems involving multiplication and division They solve problems, including doubling, halving and sharing. Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers. Recognise, find, name and write fractions ⅓, ¼, 2⁄4 and ¾ of a length, shape, set of objects or quantity The Connections Model Symbols Numerals Calculation signs Pictures/images Number lines Language Place value cards Processing instructions Hundred squares Interpreting word problems Explaining their thinking Using mathematical , academic and everyday language. Numicon Concrete experiences Drawing their own representations Real or physical materials Small worlds Money Cubes Counters Fingers Children need all 4 experiences in order to build connections Having a sense of number •Nominal •Cardinal Numbers that name Numbers that tell us how many. eg 6 eggs in a box •Ordinal •Measurement Numbers to tell us positions eg 1st, 2nd, 3rd Numbers that tell us age, price, weight Counting • Counting is a child’s first experience of number and maths. • Learning to count can support understanding of the number system. • It’s one tool for building up calculation strategies. • Counting backwards is no more difficult than counting forwards. • Our maths lessons all begin with counting. Count everything, everywhere, forwards and backwards. Tricky Numbers Teen numbers 13, 14, 15… Ty numbers 20, 30 ,40 - children sometimes say 20 is 12 or ‘twenteen’ Listen carefully to how your child says the end of the number. Spot my counting mistake game. Breaking the Chain •Children can often say the number sequence from beginning to end, but ‘breaking the chain’ is more difficult. …..6, 7, 8, 9…. …..13, 14, 15, 16…. ……6, 5, 4, 3….. Pick different numbers to start counting from. Go HIGH Recognise, Read, Write Numbers Where can children read numbers in your home? Where can children read numbers outside? Where can children read numbers in other places? Writing numbers-when, why and where do you write numbers? Make it real or purposeful, fun and artistic. Make a set of 0-10 cards Encourage reading and writing of numbers. Allow them to try first. From Counting to Calculation Noticing numbers What do you notice about these two numbers ? 26 65 2 tens and 3 units 16 and 10 Double 13 4 less than 30 Close to one quarter of 100 It is divisible by 2 Is 2/5 of 65 6 tens and 5 units 5 more than 60 and 5 less than 70 odd number 5 lots of 13 it is halfway between 60 and 70 it is 35 less than 100 Encourage your child to notice things about numbers. e.g. Which number is before it /after it? How many more would you need to have 10? Is it greater than your age or less? Activities that encourage children to notice numbers Odd One 0ut Which number is the odd one out ? 7 3 6 9 Why? Same / Different What’s the same about these numbers? 13 31 How are these numbers different? Calculation Strategies • • • • 5+6= 30-16= 80-11= 56+99= How can what you notice about these numbers help you calculate the answers? Number Facts * Quick mental recall of key number facts are important for helping children make connections with all 4 operations (add/subtract, multiply/divide). * 1:1 correspondence * Doubles and near doubles * Number facts to 5/10/20 and beyond * Adjusting (+/- 9 or 11) * Partitioning (tens and units) – using a 100 square efficiently to jump in tens and units * Bridging up or down to 10 * Know the inverse fact Doubles Connect add the same again and x2 with double *Toys *Fingers *Money *Bingo Bingo Choose 5 numbers and write them down. 2 12 4 14 6 16 8 18 10 20 Fractions If I know double 3 equals 6 I also know half of 6 equals 3 Use the words: half, quarters, thirds, equal, fair when sharing food, toys, lengths, or time. Near Doubles 5+6= How could this help with 11 – 6 = Make 5 or 10 or 20 In pairs Use the Numicon to make 10 in as many ways as you can. Have you been systematic? Play pairs games, include in role play, card games Bridging up or down to 10 17+8= 17 +3 20 +5 25 32-7= -5 25 30 -2 32 Make any number to 20 or beyond Any one for 21 or 11 or 13? Pairs. Use one set of 0-10 cards and an extra 10. Dice games Snake / tortoise Game Inverse Operations If I know 7 +3 makes 10, what is 10-7= If you know 1 fact, there are usually 3 facts you can have for free. Subtraction is not just taking away Shopping real or role play. Help your child to understand the meaning of change. Compare amounts or sizes. How many more / less sweets do you have than me? How much heavier/lighter is the flour than the butter? How much taller or shorter is Spiderman than Barbie? How much further did your car go than mine? Play Race to Zero or Take 3 dice. Robber maths or mind the gap? * 43 – 13 = The number you need to subtract is small enough to ‘pick up and take away’ 74 – 69 = The gap between the 2 numbers is smaller so it is more efficient to find the difference (probably by counting on) Multiplication Models for multiplication Lots of the ‘same thing’ Bead Bar Number Line 0 6 3 9 12 Fingers “3 ” “6 ” “9 ” “12 ” 28 Count in steps of 2, 3, 5 and 10. Chant /sing Represent the fact with objects or pictures Recognise multiplication is commutative 5 x 4 is the same as 4 x 5 Division Grouping and Sharing 12 divided by 3 = 4 Grouping – we know how many are in each group but not how many groups there will be. The answer is the number of groups. Sharing – we know how many groups there are but not how many are in each group. The answer is the number in each group. Use the language of division in every day life. E.g.10 cakes divided by 5 equals 2 each 10 socks sorted in pairs makes 5 pairs. Repeated Subtraction 24 divided by 4 = 24 – 4 – 4 – 4 – 4 – 4 - 4 Q &A Thank you for coming. Did I meet the aims? To build your understanding of how to support your child’s maths at home. To understand what being ‘fluent’ in number means. To give you strategies for helping your child to derive, learn and know number facts . Please take a moment to complete our workshop feedback form. This will help us to improve our provision for you in the future. Sharon Genovesi